Month: November 2024

Your narrated presentation should describe and evaluate the significant contribution of four empirical research studies (i.e., peer-reviewed journal articles) that have examined how culture influences child development. Each journal article should examine a different area of development. Examples include (but are not limited to) cognitive development, language development, social development and emotional development. •

You should examine each paper individually, first starting with the key details of the article (i.e., the aims, methods, findings and conclusions). • You should then summarise the significant contribution of the paper with regards to how it has added to our understanding of how culture influences child development.

You should use the lessons on iLearn to establish an initial understanding of the topic area but to obtain higher marks, evidence of wider reading is required. • In order to reach the highest grade bands, you should also demonstrate evaluation in the way of critiquing each research paper. •

You should focus on what the study has contributed to our understanding of the topic and then, to take your evaluation further, you could also outline the: • limitations of the research and how future studies have/ may address these limitations; • ethical dilemmas within the study and how these were/ should have been mitigated; • and other perspectives or research studies that may contradict the findings of the study.

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Do my Task 1 You have joined the technical support team at a small firm (100 employees) with plans for rapid expansion. The company has been overly reliant on paper based systems up to now. There are a core team of staff who are IT literate but the majority of staff has significant gaps in their skills and knowledge of the benefits of productivity tools.

Prepare a report for the employees of the company explaining the benefits of using Microsoft Office tools, using references to relevant literature and reports that highlight the need for skills in these applications.

This literature may highlight the skills required by learners (e.g. undergraduate students developing employability skills) as well as those already working in industry. Use Microsoft Word to produce your report, using relevant features of the application to format and present your writing such as Table of Contents (TOC) with auto Page Numbers, Headings, Tables, Figures, creation and use of References by Manage Sources etc. The report should be error free.

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Power Electronic Applications and Control Coursework 1: Average Modelling Design and Switching Model Verification of a Full-Bridge Inverter

Introduction:
In this module, the two coursework’s are aimed at providing your insight towards how professional engineers go about the design of power electronic inverters for varying applications.

Putting you in the place of a power electronics design engineer you are tasked with parametric design, controller design, and verification of the power electronic converter. You will firstly model and verify your inverter and controller design through use of average models. Then you will go on to verify your design on a physical converter through a switching simulation.

As the engineer, it’s up to you to use knowledge learnt so far in this module to aid you in designing and delivering the inverter of the expected performance. It is also equally important that the design is properly documented and clearly explained to your stakeholders (your boss, customers, directors) who may not
necessarily have advanced knowledge of power electronics.

Therefore, your Coursework 1 report must not only document very clearly your design procedure in a logical manner, but design decisions and methodologies, behaviours observed throughout the design process must be properly explained and need to convince the reader that your design is delivering what is expected as per the system specification. You should try and refer to literature where possible to back decisions and observations made during the design process.

Part 1: Average Modelling
This coursework concerns of a H-Bridge inverter, which has the following circuit:

The first step of any power converter design is to perform average modelling. Average modelling is a process by which we exclude the switching dynamics of the converter and instead represent everything in terms of the average values across the switching period. Thus, in the first part of this design you are not expected to do any simulations involving switching components.

For example, since a switching inverter simply varies the average voltage on its outputs dependant on switching conditions of the transistors, well without modelling switching, this can be simply seen as a variable voltage source, who’s voltage is then dependant on control perturbations. This allows us therefore to analyse systems in a much more simplified, numerical way, and verify our designs prior to doing more complex switching analysis, done in Part 2 of this coursework.

In Part 1, your task is to design and model a H-Bridge Inverter as discussed in the coursework summary. You will go about designing the filters, and the controller for this inverter using average modelling and verifying all your
results. The desired specification for this inverter is listed below.

Table 1 – Design Specification for Converter to be designed.

The rubric as to how the assessment will be marked can be found on Moodle, however there are some general deliverables which are to be expected in the report.

Deliverables:
1. Parametric design based on the AC current ripple specification (LR Filter)
2. Passive effects on the circuit variables, such as the inverter output voltage.
3. Average model development and verification of the above designs using PLECS.
4. Development of transfer functions to design current loop controllers using MATLAB tools. The input is the voltage demand to the PWM, and the output is the grid current.
5. Verification of the Controller Design
a. Perform appropriate steps to ensure the inverter can operate at different power levels.
b. The inverter is bi-directional, so ensure the converter can absorb as well as transmit power.
6. Design of DC-Link capacitance to achieve desired voltage ripple.
a. You will not be able to develop a average circuit model to integrate with the inverter as you have done above, and the voltage control part of the inverter will need to be kept in transfer function form in your simulations. Ensure to explain why this is the case.
7. Calculate the transfer function for the plant represented by the converter. The input is the AC power reference, and the output is the square of the DC voltage. Show the voltage control diagram and hence design the voltage controller.
8. Verify your voltage control performance and show voltage transients. Show the overall voltage and current control diagrams and simulations to verify global performance of the converter.

Part 2: Switching Model Verification

Completing the average simulation now we need to implement our design on to an actual switching converter to verify that if we implemented our design into physical hardware, it should work as expected.
The switching simulation will continue in PLECS and many of the performance deliverables will remain the same as that for Part 1, since we are wanting to do a direct comparison. However, you will need to build up the switching circuit in PLECS and think about the PWM implementation, so that the controller demands are properly actuated on the converter.

Deliverables:

1. Build a switching PLECs model of the system, including PWM modulator and the full bridge converter. Firstly, use a DC source power supply. Feed the PWM modulator with the voltage demand you previously evaluated in CW1 and demonstrate that the correct average power is exchanged with the AC grid. If you have designed correctly, the switching model performance should match that from deliverable 3 in Part 1.

HINT: Make sure the full bridge is built as the combination of two half-bridges with independent PWM modulators, as you will have gone through in your lectures.

2. Show that the average over a switching period of the voltage generated by the full bridge matches the voltage demand provided to the PWM modulators. In addition, evaluate the harmonics of the generated voltage and discuss the results.

3. Verify that your calculation for L is correct, showing the current ripple is within the expected requirements.

4. Implement the controller designed in the continuous time domain into the switching PLECs model.
Provide an AC current reference that enables the exchange of the desired power, and zero reactive power. Show that the closed loop follows the current reference at steady-state, and comment on any discrepancies you may find. In addition, show that the response of the system is as designed by applying different transients to your system. For example:

a. Power stepping from 0 -> P/2, and then from P/2 to P.
b. Performing the likewise analysis absorbing power from the grid.

HINT: Make sure you implement a suitable block which accepts the desired AC power reference, and from there generates the required AC current reference.

5. Up till now, our supply is still ideal. Keep everything in your switching simulation thus far, however, now replace the DC source with a capacitor with a controllable current source in parallel, which represents the current from the photovoltaic grid / energy storage system. Set the DC current to zero and implement the DC voltage controller in the continuous time domain. Run the simulation and verify that the voltage achieves the desired steady-state value.

6. Run the simulation again as you have done for the above deliverable, by increase the DC current from 0to half rated current, and then from half rated to full rated current. Show the response of the DC voltageand compare with the expected response from the controller design. Note any discrepancies you may see.

7. Whilst operating at full DC current, the system is injecting power to the AC grid. Demonstrate during these conditions, the DC voltage ripple respects the systems specifications you have been designing to.

Tips for the Assignment:

• The format for your assignment is a technical report. Ensure to adhere to this format in your writing and ensure its targeted towards the stakeholders. Thus, use headings and subheadings in a logical manner.
• Ensure to go over the inverters section of the module, presented by Dr. Ahmed
• Figures/ Graphs/ Tables should all be clear without requiring zooming in to see clarity. Must be clearly readable for the reader as if report was printed on paper.
• Ensure to consider any limitations with any design approach or analysis being performed and document it and make these points clear to the reader.

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Digital System Evaluation Coursework Help

Course Details at a Glance

Coursework Title	Digital System Evaluation
Module Name	Digital and Embedded System
Module Code	5301ELE AND 5401ELE
Level	5
Credit Rating	20
Weighting	15%
Programme	BEng Electrical and Electronics Engineering

Lecturer Contact Details

Lecturer	Email	Tel	Room
Dr. Princy Johnson	p.johnson@ljmu.ac.uk	01512312588	5.18a, James Parson Building, Byrom Street
Mieke Sooi	r.m.sooi@ljmu.ac.uk	01512315354	5.19b, James Parson Building, Byrom Street

Key Dates

Activity	Date	Submission Method
Issue Date	10.10.2024	–
Lab Demonstration Deadline	31.10.2024	Demonstration during lab session
Portfolio Submission	08.11.2024	Via Canvas
Feedback Date	Within 3 weeks of portfolio submission	Via Canvas & face-to-face

Learning Outcomes

• LO1: Define electronic circuit operations and design.
• LO2: Design, analyze, and implement finite-state machine-based digital circuits.

Coursework Description

This assignment focuses on designing, implementing, and evaluating a digital system. You will apply the knowledge gained during lectures and labs to achieve the following:

1. Lab Demonstration:
   • Build a combinational logic circuit using one of the three approaches learned in the second digital lab.
   • Connect the lower three bits of the divide-by-16 counter (asynchronous/ripple) using JK flip-flops.
   • Demonstrate the correct operation at a high frequency using the Logisim environment, followed by hardware implementation.
2. Portfolio Submission:
   • Provide evidence of correct circuit operations.
   • Compare different circuit designs in terms of:
     • Propagation delay
     • Cost of components
     • Size of components (approx. transistor count)

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BTEC Higher National Diploma (HND) in Computing

Assignment Overview

Programme Title	BTEC Higher National Diploma (HND) in Computing
Unit Number and Title	45 Internet of Things (L5)
Assignment Number & Title	1 of 1 Internet of Things (L5)
Unit Leader	–
Assessor(s)	Kamran Ali
Issue Date	12/10/2024
Final Assignment Submission Deadline	06 – 08 Jan 2024 – 4:00 PM
Late Submission Deadline	08 Jan 4:00 PM – 09 Jan 2024 4:00 PM
Resubmission Deadline	TBA
Feedback	Formative feedback will be available in class during the semester. Final feedback will be available within 2–3 weeks of the assignment submission date.

Assignment Aim & Objective

The Internet of Things (IoT) is rapidly transforming how we interact with both physical and digital worlds. It is a network of interconnected devices that communicate, share data, and make autonomous decisions. This assignment aims to explore the essential aspects of IoT in the context of software application development, evaluate the role and characteristics of IoT, and guide students through the process of designing, developing, and evaluating an IoT application.

Assignment Scenario

This assignment requires you to analyse, design, develop, and evaluate an Internet of Things (IoT) application. You will work through the various stages of the IoT application lifecycle, from initial analysis to final evaluation. The assignment is divided into four main tasks aligned with the Learning Outcomes (LOs) specified below.

Task Breakdown

Task 1: Analysis of IoT Design Aspects (LO1)

• Identify and explain key IoT components, including sensors, actuators, communication protocols, and cloud services.
• Discuss the importance of data collection, processing, and analysis in IoT applications.
• Examine scalability, security, and interoperability as critical design considerations.
• Provide examples of existing IoT applications and analyze how they incorporate these aspects in their design.

Task 2: IoT Application Planning (LO2)

• Select a specific problem to solve with your IoT application (e.g., smart home management, health monitoring, environmental monitoring).
• Identify and describe the appropriate IoT architecture (e.g., cloud-based, edge computing) for your application.
• List the frameworks, tools, and hardware that will be used in your application development. Provide justification for your choices.
• Create a flowchart or diagram illustrating the interaction between different components of your IoT application.

Task 3: IoT Application Development (LO3)

• Implement your IoT application using a combination of the hardware and software identified in Task 2.
• Document the development process, including any coding, integration, and configuration steps.
• Test your application to ensure it meets the initial design requirements and functions correctly.
• Provide screenshots of your application in operation, showcasing its features and functionalities.

Task 4: Evaluation of IoT Application (LO4)

• Assess the problem your application addresses and discuss its relevance to users.
• Analyse the potential impact on individuals, businesses, and society. Consider benefits such as improved efficiency, cost savings, and enhanced user experiences.
• Identify potential challenges and limitations your application may face when integrating into the broader IoT ecosystem (e.g., security risks, data privacy concerns, interoperability issues).
• Conclude with recommendations for future improvements or enhancements to your application.

Appendices

Note: You should attach all the supporting documents as a separate file in the appendix section of your assignment. Without appropriate evidence(s), your assignment will not be marked.

• A complete network simulation file must be attached to the written report.

Learning Outcomes and Assessment Criteria

Learning Outcomes and Assessment Criteria	Pass	Merit	Distinction
LO1 Analyse what aspects of IoT are necessary and appropriate when designing software applications	P1: Explore various forms of IoT functionality. P2: Review standard architecture, frameworks, tools, hardware, and APIs available for use in IoT development.	M1: Evaluate the impact of common IoT architecture, frameworks, tools, hardware, and APIs in the software development lifecycle. M2: Review specific forms of IoT architecture, frameworks, tools, hardware, and APIs for different problem-solving requirements.	D1: Evaluate specific forms of IoT architecture and justify their use when designing software applications.
LO2 Outline a plan for an appropriate IoT application using common architecture, hardware, and APIs	P3: Investigate architecture, frameworks, tools, hardware, and API techniques available to develop IoT applications. P4: Determine a specific problem to solve using IoT.	M3: Select the most appropriate IoT architecture, frameworks, tools, hardware, and API techniques to include in an application to solve this problem. M4: Apply your selected techniques to create an IoT application development plan.	D2: Make multiple iterations of your IoT application and modify each iteration with enhancements gathered from user feedback and experimentation.
LO3 Develop an IoT application using any combination of hardware, software, data, platforms, and services	P5: Employ an appropriate set of tools to develop your plan

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Unit 01: An Introduction to Health and Social Care

Introduction:

In this unit, learners will explore what it’s like to work in Health and Social Care, focusing on responsibilities related to maintaining health, safety, and safeguarding the rights of individuals. Emphasis will be placed on:

• Data protection
• Confidentiality
• Discriminatory practices

Students will understand the role of regulatory bodies, monitoring processes, and the quality of care delivered. The roles of various professionals involved in care delivery, the potential barriers to inter-professional working, and the sharing of information will also be covered. Case studies will be used for assessment.

Scenario: If you’re not currently employed in Health and Social Care, you will use a hypothetical scenario where you work as a Health and Social Care Assistant reporting to a Senior Manager. Your task is to explore key concepts such as roles, responsibilities, legislative requirements, and the role of teams in this field.

**Assignment Tasks:** Below are the tasks you need to complete for the assignment:

Task 1: Understanding Roles and Responsibilities of Health and Social Care Workers

Guideline Word Count: 500-1000 words

Assessment Criteria:

Assessment Criteria	Pass	Merit	Distinction
A.C. 1.1 Explain how health and social care professionals protect individuals in their care
A.C. 1.2 Discuss the mechanisms for reporting poor practice in Health and Social care

 

Task 2: Importance of Regulatory Bodies

Guideline Word Count: 500-800 words

Assessment Criteria:

Assessment Criteria	Pass	Merit	Distinction
A.C. 2.1 Discuss the roles of regulatory bodies that inspect Health and Social care provision
A.C. 2.2 Identify the professional bodies that regulate the professions within health and social care

Task 3: Role of the Inter-professional Team

Guideline Word Count: 1000-1200 words

Assessment Criteria:

Assessment Criteria	Pass	Merit	Distinction
A.C. 3.1 Explain the roles and responsibilities of the inter-professional team in meeting care needs in the case study
A.C. 3.2 Discuss the difference between multidisciplinary and inter-professional team working
A.C. 3.3 Discuss the potential barriers to team working and how they could be overcome

Overall Word Count Guide: 2000 – 3000 words

Assignment Guidelines

• All work must be submitted in a single electronic document (.doc/.docx file).
• The assignment must be the learner’s own work and not copies of theories or models.
• Direct quotes should be kept to a minimum and shown in inverted commas. Models described and other quotes must be properly attributed and referenced as appropriate.
• Learners must acknowledge or reference any sources used to complete the assignment, listing reference material and websites used.
• Plagiarism and Collusion: Plagiarism and collusion are treated very seriously. Plagiarism involves presenting another’s work as your own. Collusion occurs when two or more learners submit work that is too similar. Ensure your work is original.

Confidentiality

Where a learner is using organisational information that deals with sensitive material or issues, they must seek advice and permission from the organisation about its inclusion. Learners should anonymize sensitive information in their assignment report.

Word Count Policy

Word count should be between 2000 – 3000 words, excluding index, headings, and references. There is a +10% margin allowed.

Submission of Assignments

All work must be submitted electronically through your learning portal or directly to the assessor/administrator.

 

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Event Driven Programming – Assignment Brief

Module Title: Event Driven Programming

Module Code: CS2S564

Module Leader/Tutor: Alun King / Dr. Shiny Verghese

Assessment Type: Practical Coursework – 1

Weighting: 50%

Submission Date: 01/11/2024 (by 23:59)

Return Date: 20 Working days from the submission date.

Assignment Description

This assignment requires you to produce and test a Visual Studio C# program to simulate a vending machine. The program must meet certain functionality requirements as outlined below. You’ll also participate in a Peer Assessment Demo/Interview process. The marking criteria provides guidance, but the highest marks (65%+) are awarded based on programming quality and attention to detail.

Program Requirements

The program must provide the following functionality:

• A single form with all functionality within one form (message boxes are optional).
• Four product buttons displaying items available for purchase, including images, name, and price.
• A series of coin buttons representing available payment options, with a coin slot for dragging coins.
• Product buttons add items to a listbox</>, displaying purchased items.
• A total label to display the total of all purchased products.
• A checkout button which disables product buttons and enables coin buttons for payment.

After Clicking Checkout

• Once checkout is clicked, no more changes can be made to the products, but coins can be dragged to pay.
• Dragging a coin to the coin slot will deduct the appropriate amount from the total.
• Once fully paid, the change will be displayed in a label or message box, and the machine will reset for a new order.
• The Cancel button will clear the order and prompt the user for confirmation before resetting.

Optional Features (Bonus)

• Products can be dragged out of the listbox to remove them from the order.
• The program can create a text file storing purchase details for record-keeping.
• If a user buys more than one of a product, the listbox will display a quantity instead of repeated product names.
• A helpful label displaying the last action taken by the user.

Report & Submission Guidelines

The program itself accounts for part of the marks. To achieve full marks, your submission should include the following:

• Design Document: Include a photo or drawing of your program design.
• Test Table: Include a table with evidence of testing conducted to verify functionality.
• Source Code: Copy and paste your source code (avoid screenshots) into the report.

File Naming Convention: _CS2S564_assignment_one_report

Submission Instructions

Submit all code and documentation as a zip file via Blackboard. Be sure to allow enough time for the upload process!

Peer Assessment

After submitting, you’ll be invited to a peer assessment session via Teams. During this recorded session, you’ll demonstrate your program for 5 minutes and answer questions for 5 minutes. Peer feedback will account for 10% of your grade. Ensure to fill out the feedback form as an observer!

Learning Outcomes Assessed

1. Demonstrate an understanding of event-driven GUI application technologies.
2. Apply these technologies in the design, development, and testing of GUI applications.

Marking Criteria/Rubric

Marking Criteria	Fail	Pass	Merit	Distinction
Application	Poor application or barely attempted	Basic features with some faults	Good features, some optional ones attempted	All features working with attention to detail
Report Detailing Design & Implementation	No documentation or tests	Basic design and testing with minimal comments	Good design and testing with source code included	Detailed design, substantial testing with well-commented code

Submission Details

Submit your work through Blackboard. Ensure you’ve zipped and submitted your Visual Studio project folder, and arranged your Peer Assessment group.

Late Submission & Extensions

Refer to University policies for late submissions and extensions. If you miss the deadline, check the late submission guidelines.

Peer Assessment Scoring

Your peer feedback will be scored out of 10. Based on the responses and demonstration quality, feedback will be collected and averaged.

 

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Lab 10a: Working Memory: Remembering Limb Movements

Introduction

Purpose: To demonstrate the characteristics of working memory for remembering limb movements. Different retention interval conditions are compared to determine how each condition influences retention test performance. Forgetting is inferred from the amount of error occurring during the retention test, which means that a higher amount of error indicates that more has been forgotten than a lower amount.

Textbook Reading

Chapter 10

Task and Equipment Needed

The task is a line-drawing task. The blindfolded participant draws a line of a self-selected length along a ruler or straight-edge. This drawing activity is followed by a retention interval of a specified length which may include an activity. At the end of the retention interval the blindfolded participant attempts to draw a line that is the same length as the previously drawn line.

Equipment

Pencil (Note: If available, two different colored pencils would be preferred, one for the initial line and the other for the reproduced line).

Blank paper

Ruler or straight-edge

Procedures

You will need another person to do this experiment. One should be designated the participant and one the experimenter. Both should be seated so that they face each other. The participant experiences three trials in each of three different retention interval conditions: (1) Immediate recall; (2) 20-sec. unfilled retention interval; and (3) 20-sec. filled retention interval. Each trial involves the following protocol: (1) Goal movement – The participant draws a line of a desired length along the ruler or straight-edge. (2) Retention interval – The participant engages in the requirements of the retention interval. (3) Movement recall – The participant draws a line along the ruler or straight-edge that reproduces the line drawn in (1).

Retention interval conditions

Immediate recall – The participant begins movement recall as soon as possible after completing the goal movement.

20-sec. unfilled retention interval – The participant sits quietly for 20 seconds.

20-sec. filled retention interval – The participant counts backwards from a 3-digit number, which is given by the experimenter, for 20 seconds.

Procedures for each trial within each retention interval condition

Each participant will perform three trials in each retention interval condition, which should be experienced in the same order as described above.

Before beginning trial one of the Immediate Recall condition, the experimenter blindfolds the participant; puts a pencil in the participant’s hand, and positions the participant’s hand and pencil at the beginning of the ruler or straight-edge. The experimenter guides that participant’s hand and pencil along the ruler or straight-edge to familiarize the participant with the type of movement that will be required. The experimenter should allow the participant to move to the farthest point possible for the line drawing task.

The experimenter places the participant’s hand and pencil at the beginning of the ruler or straight-edge, and issues the verbal instruction “Draw a line of any length.”

The participant returns his or her hand and pencil to the starting point and engages in the appropriate retention interval condition. If the condition is the 20-sec. filled retention interval, the experimenter should immediately say a 3-digit number from which the participant should count backwards by 3’s for 20 seconds. A different 3-digit number should be used for each trial.

To begin the movement recall, the experimenter should move the participant’s hand to a different start location than he or she used for the goal movement. The experimenter should then issues the verbal instruction “Draw a line that is the same length as the one you just drew.”

Repeat numbers 3, 4, and 5 for two more trials in the retention interval condition. At the end of the three trials, begin the three trials for the following retention interval condition.

Recording the line drawings and measurement procedures

Use three blank sheets of unlined paper for the line drawings. On the top of the long side of each sheet write the name of each retention interval condition and the participant’s name. Along the left side of the sheet, write the numbers 1, 2, and 3 so that they are spaced in such as way to allow two lines to be drawn by each number. These numbers indicate the trial numbers for the retention interval condition.

If the participant uses the same pencil to draw the goal movement and recall movement, it is important to label each line for each trial.

After the participant completes the 9 trials, measure the length of each line (mm units are preferred) and record the length beside the line.

To determine the error for the recall line, subtract the length of the goal movement line from the recall movement line (i.e., error = recall movement – goal movement). Write this value (including the algebraic sign) on the right side of the sheet beside the recall movement line. Note that recall lines that are shorter than the goal lines are designated by a minus algebraic sign, and recall lines that are longer than the goal lines are designated by a plus algebraic sign.

Name

Section

Date

Participant

Experimenter

Results

1. (a) Record on the Individual Data Table of this lab report the error scores for each trial for each retention interval condition as constant error (CE) and absolute error (AE) scores.

 

1. (b) Calculate the means for the AE and CE scores for each retention interval condition.

 

1. (c) Calculate the VE score for each retention interval condition by calculating the standard deviation of the CE scores.

[Note: If you need to review the CE, AE, and VE performance measures, refer to Chapter 2 in the textbook.]

Individual Data Table

Trials

Immediate Recall

20-Sec. Unfilled Retention Interval

20-Sec. Filled Retention Interval

CE

AE

CE

AE

CE

AE

1

2

3

Mean

VE

1. Record the CE, AE, and VE scores for the three retention interval conditions on the Master Data Form for your lab section or group.

 

Make three bar graphs, one for each of the three types of error scores (CE, AE, and VE). Each graph should show the average amount of error for three retention interval conditions for your lab section or group.

Name Section Date

Questions

1. Based on the results of your lab section or group, what did each of the three types of error scores indicate about th

e effects of the different retention interval conditions on the remembering of line drawing lengths? Be specific about what each type of error score indicates.

AE

CE

VE

What do your results tell us about working memory characteristics for remembering limb movements?

Describe a skill instruction or physical rehabilitation situation in which the results of this lab have implications for working with people.

Assessment 1: The Affordable Care Act and Beyond – Assignment Solution
Assessment 1 Instructions: The Affordable Care Act and Beyond
Complete a 3 page assessment template analyzing the impacts of The Affordable Care Act on the health care ecosystem we inhabit today and the related significance of one other health care initiative enacted since 2010.

The Patient Protection and Affordable Care Act (PPACA or ACA) was signed into law by President Barack Obama in 2010. The ACA attempts to increase access to care, reduce cost, and improve quality. Nearly 50 different reform initiatives will be implemented between 2010 and 2017.

Although primary care is a major focus of the act, these additional initiatives are focused on 10 different areas, including public health, prevention of disease, community health, and increasing revenue provisions to pay for the reform (Niles, 2021). The law has been controversial due to the mandate that all people in the United States must purchase health insurance. The future is still uncertain for the ACA.

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The U.S. government plays a significant role in the operation of the country’s health care system. Quality, access, funding, education, and preventative services are all influenced by the U.S. government (Niles, 2021), and the Affordable Care Act (ACA) has further increased the role and involvement of the government in health care. All health care administrators must be knowledgeable on the role of the government.

Numerous governmental organizations exist, such as the U.S. Department of Health and Human Services (HHS), the Centers for Disease Control (CDC), the National Institutes of Health (NIH), the Agency for Healthcare Research and Quality (AHRQ), the U.S. Food and Drug Administration (FDA), the Centers for Medicare and Medicaid Services (CMS), the Occupational Safety and Health Administration (OSHA), and the Office of the Surgeon General to name a few. Each organization exists for a specific purpose and has a specific mission.

Your role as an administrator will be to understand the scope of these agencies and to help your organization meet or exceed the governmental mandates imposed by each.

As leaders in our field, it is our responsibility to stay on top of current issues and laws and to be visionaries for our organizations. Subscribing to email bulletins and alerts from the various governmental agencies is one way to stay abreast of changing regulations. The Centers for Medicare & Medicaid Services, HHS.gov, and Healthcare.gov are excellent resources that all administrators should check on a regular basis. The government, technology, and the changing financial landscape will all continue to impact and change the health care industry (Niles, 2021), and as health care administrators, we must be prepared to quickly respond.

Reference

Niles, N. J. (2021). Basics of the U.S. health care system (4th ed.). Jones & Bartlett Learning.

The U.S. health care system was impacted significantly in 2010 by the Affordable Care Act (ACA). Although the ACA improved access to health care, it emphasized the need for policies that increase funding and to streamline enrollment. Since the implementation of the ACA, newer reform policies and initiatives such as the Hospital Quality Initiative (2012), the Medicare Access and CHIP Reauthorization Act (MACRA) (2015), the Merit-Based Incentive Payment System (MIPS), and the American Rescue Plan Act (2021) have increased quality initiatives through regulatory laws. In this assessment, you will review the Affordable Care Act and other more recent initiatives to understand the significance of quality evolution.

Reference

Niles, N. J. (2021). Basics of the U.S. health care system (4th ed.). Jones & Bartlett Learning.

Instructions

Using the Assessment 1 Template [DOCX], analyze the impacts of the ACA on the health care ecosystem we inhabit today. As part of this analysis, discuss the related significance of one other health care initiative enacted since 2010. Select this initiative from a list of the following four historical health care quality milestones:

The Hospital Quality Initiative (2012).
The Medicare Access and CHIP Reauthorization Act (MACRA) (2015).
The Merit-Based Incentive Payment System (MIPS) (2015). The Affordable Care Act and Beyond
Although MIPS is a component of MACRA, you may choose to focus on it separately.
The American Rescue Plan Act (2021). The Affordable Care Act and Beyond

In your assessment template, include the following: The Affordable Care Act and Beyond

Title page.
Introduction.
Preview the main themes of your paper.
Annotated bibliography.
Demonstrate research ability by identifying three quality sources supporting the ACA.
Demonstrate research ability by identifying three quality sources supporting your chosen focused topic in health care legislation, a regulatory agency, or a quality initiative.
Summarize each of the six articles separately to show comprehension of both topics.
Include APA citations for each source.
Draft a summary (1) addressing how the ACA and the other topic selected have impacted today’s health care ecosystem.
Conclusion.
References.

Note: Your sources for this assessment must be evidence-based research, peer-reviewed journal articles, or reliable primary sources from government or professional organization publications.

Additional Requirements
Length: Your paper must be a minimum of 3 double-spaced pages, not including the title page and References section.
Font: Times New Roman, 12 point.
References: Cite and summarize at least six peer-reviewed scholarly journal articles or reliable primary sources from government or professional organization publications.
Style: Format your paper according to APA style. Refer to Evidence and APA for guidance.

Get Mastery Journal Assignment Help Now!!-The Affordable Care Act and Beyond

Note: Please review the The Affordable Care Act and Beyond Scoring Guide before you begin the assessment.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Analyze current health reform, policy, and regulation in U.S. health care.
Analyze peer-reviewed literature that discusses how the Affordable Care Act has impacted the quality of and access to care. The Affordable Care Act and Beyond
Analyze peer-reviewed literature that discusses how initiatives since the Affordable Care Act have impacted the quality of and access to care. The Affordable Care Act and Beyond
Evaluate ways in which quality has improved or not improved since 2010.
Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others. The Affordable Care Act and Beyond
Write with minimal grammar, usage, spelling, and mechanical errors.
Apply proper APA formatting and citation style as required.
SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

Change Theories Project
Note: You will create a PowerPoint slide presentation (not an APA paper) for this assignment. Submit your assignment through Canvas for grading for this module. If you do not submit a PowerPoint slide presentation you will not receive credit for this assignment.

Overview: Change Theories Project
Each student will produce a plan for implementing a change project in nursing departments throughout the organization. You will begin by selecting one of the options provided in module one and propose a change to solve the problem. If you do not select one of the provided options you will not receive credit for this assignment. Then you will select one of the change theories you have studied that models how you want to implement the proposed change. You will conduct a SWOT analysis and develop a comprehensive action plan.

You will create a PowerPoint presentation of your plan with a “script” in the Notes section below each slide, as if you are presenting this to an audience. Your script must be in the Notes section that is below each slide within your PowerPoint presentation. See the Resource tab for examples. These will be your speaker notes as if you are presenting your PowerPoint to an audience. You MUST have a notes section for your slides. There will be a 50 point deduction if your notes are not below each slide.

During and after your work, you will examine the types of communications, decision-making processes, and processes you use, and comment upon those in the last part of the “script.”

Objectives
1. Select and utilize a change theory model to implement the proposed change (chapter 5)
2. Analyze the leadership roles and management skills necessary to implement a new program.
3. Identify your decision-making process.
4. Demonstrate the elements of the change process.

Assignment: Change Theories Project

Action Plan (Pivotal portion of project)
Your plan will include at least-
• Supporting rationale for implementing the new program.
• Steps and processes necessary to assure staff compliance.
• Ways in which you will communicate your plan.
• The change process you have chosen with an explanation of how and why this model was selected.
• A definition of the leadership style you expect to be most effective.
• What management functions you will utilize.
• Any budget requirements/implications.
• The advantages and disadvantages of using a work group vs. sending an e-mail announcing the change.
• A plan for how you will handle noncompliance, late majority, laggards, and rejecters.
• Specifications regarding how you will evaluate the effectiveness of your proposal.
You are expected to use current professional references to support your work throughout. At least two of your references must be from separate professional nursing management journals.

Project Presentation
Your presentation should be constructed as follows:
You will open a new PowerPoint presentation and save it to your computer desktop or other storage device with the filename: N4455_ YOURNAME. In the actual file, YOURNAME should be replaced by your name.
The presentation should include slides with the script in the Notes section of each slide. This script reflects what would be said at an oral presentation of the change proposal to key stakeholders. The slides should be created as follows-
Slide 1: Title Slide – Title and Your Name Slide 2: Introduction with chosen
Change Theory (Chapter 5)
How will this theory assist you in leading the change within your organization)
Slide 3: SWOT Analysis
Identify the Strengths, Weaknesses, Opportunities, and Threats associated with implementing or failing to implement the proposed plan.
Slides 4-14: Action Plan
Discuss the details of the implementation plan. Demonstrate the application of theory to the specific decisions and recommendations.
• Change theory model
• Steps and processes
• Communication plan
• Leadership styles
• Management functions
• Budget requirements/implications
• Steps to ensure staff compliance
• Evaluation
Slide 15: Decision-making process
Analyze the decision-making process used. What was effective or ineffective and what would you change in the future? (Note-Your slides should be indicative of what would be used in the presentation to the stakeholders, and the script in the Notes section should describe to the stakeholders how you arrived at decisions. Then, also in the Notes, describe in parentheses the effective and ineffective methods or situations involved in your work. You would probably not go into such details in your presentation to stakeholders!)
Slide 16: References- at least three references

Throughout: Minimum of three APA references, correct APA format, spelling, and grammar